European Credit Transfer Research Articles

Music Teacher Training: A precarious area within the Spanish university

In the last few years expressions like European convergence, European Higher Education Area, European Credit Transfer and Accumulation System and others have become more and more usual not only in academic circles but also even in the mass media. But to what extent are these expressions valid for all knowledge areas in all EU countries? After analysing the curricula for Music Teaching Training in Spain (through the lens of J. Butler and J. Derrida) I will show the situation of precarity of this knowledge area under a postmodern perspective and how the expressions above have become non-neutral expressions sous rature that manage to preserve the rights of the already consolidated knowledge areas to the detriment of the non-consolidated ones.

Students Academic Progress Analysis at the Escola Politècnica Superior of the Universitat de les Illes Balears: Background implications

In this work, the influence of the background of the University students is analyzed. In particular how the average mark of the students affects their academic progress. An anonymously collected data analysis is performed, Among these data are the number of European Credit Transfer and Accumulation System (ECTS) enrolled, the mark exams, average mark exams, access type, etc. Conclusions of each considered degree are presented at the end of the work.

Comparison of acoustic education in the architecture departments between Turkey and different universities in the world

The aim of this study is to determine the “when and what extent” do architectural acoustics is included in architecture curricula. Additionally, to find out the state of research facilities across academic institutions between Turkey and different countries including Architectural Acoustic. In Turkey, in many architecture programs do not include “Experiences of the Acoustics Laboratory or courses” and also education is not among the objectives of architectural acoustics for their future. On comparing of teaching activities, education objective is to allow professional figures to interpret, define, and govern the processes of maintenance and management with high quality checking in the life cycle of the built systems are researched. It seems that searching a new formation is being established in order to integrate with the EU standards such as European Credit Transfer and Accumulation system (ECTS) and many of the schools have revised their programs according to these new standards. As a consequence of thi...

Ethics competences in the undergraduate medical education curriculum: the Spanish experience.

AimTo investigate if there are differences in medical ethics education between different schools of medicine in Spain, specifically between private and public schools and between recently founded schools and older ones.MethodThe curricula of medical degrees from all Spanish faculties were reviewed for the 2014/2015 academic year, identifying subjects concerning bioethics, deontology, and ethics. We identified the type of teaching, format and method of the course, the number of credits and hours, and the school year of each subject. An analysis with descriptive parameters and the Cohen’s coefficient (d) was performed.ResultsAll medical schools in Spain (n = 44) were included. A mean of 3.64 European Credit Transfer and Accumulation System (ECTS) credits was specifically devoted to ethical values teaching in Spain. Private medical schools offered more credits than public ones (6.51 ECTS vs 2.88 ECTS, relevant difference: d = 2.06>>0.8), and the 10 most recently founded medical schools offered more credits than the 10 oldest (5.86 ECTS vs 2.63 ECTS, relevant difference: d = 1.43 > 0.8). A mean of 36.75 hours was dedicated to ethics education.ConclusionsAlthough ethics education is incorporated into the training of future Spanish physicians, there is still notable heterogeneity between different medical schools in the time devoted to this topic.

Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes

BackgroundThe establishment of the ECTS (European Credit Transfer System) is one of the pillars of the European Space of Higher Education. This way of accounting for the time spent in training has two essential parts, classroom teaching (work with the professor) and distance learning (work without the professor, whether in an individual or collective way). Much has been published on the distance learning part, but less on the classroom teaching section. In this work, the authors investigate didactic strategies and associated aids for distance learning work in a concept based on flipped classroom where transmitting information is carried out with aids that the professor prepares, so that the student works in an independent way before the classes, thus being able to dedicate the classroom teaching time to more complex learning and being able to count on the professor’s help.MethodsThree teaching aids applied to the study of anatomy have been compared: Notes with images, videos, and augmented reality. Four dimensions have been compared: the time spent, the acquired learnings, the metacognitive perception, and the prospects of the use of augmented reality for study.ResultsThe results show the effectiveness, in all aspects, of augmented reality when compared with the rest of aids.The questionnaire assessed the acquired knowledge through a course exam, where 5.60 points were obtained for the notes group, 6.54 for the video group, and 7.19 for the augmented reality group. That is 0.94 more points for the video group compared with the notes and 1.59 more points for the augmented reality group compared with the notes group.ConclusionsThis research demonstrates that, although technology has not been sufficiently developed for education, it is expected that it can be improved in both the autonomous work of the student and the academic training of health science students and that we can teach how to learn. Moreover, one can see how the grades of the students who studied with augmented reality are more grouped and that there is less dispersion in the marks compared with other materials.

The Evaluation of World Literature Courses in Turkish Language Teaching Departments Based on Conceptual Field

In this study, that are given in Turkish Language Teaching Departments of the universities in Turkey have been evaluated within the scope of World Literature that was used by Goethe in the 1820s and developed afterwards. With the purpose of conducting this evaluation, contents of of Turkish Language Education Departments in Turkey and European Credit Transfer System forms have been obtained, and these contents have been examined within the context of the conceptual field that is pointed out by the definition. In this study where document analysis was used among the qualitative research methods, the data have been evaluated under the headings of learning outcomes and course flow chart based on multiculturalism, multidiscipline and multitime which are the key words of world literature. The first remarkable point is tackling the topic of Turkish literature as a world literature sub-unit that is independent from East and West. Considering the axis of the study, it is observed that the Turkish language teaching programs focus on the relationship between written work and writer within the scope of multiculturalism in world literature teaching course. These written works exceed beyond the culture elements they belong to, and they are worldwide famous and generally novels.

Assessing Problem-Based Learning in a Software Engineering Curriculum Using Bloom’s Taxonomy and the IEEE Software Engineering Body of Knowledge

Problem-Based Learning (PBL) has often been seen as an all-or-nothing approach, difficult to apply in traditional curricula based on traditional lectured courses with exercise and lab sessions. Aalborg University has since its creation in 1974 practiced PBL in all subjects, including computer science and software engineering, following a model that has become known as the Aalborg Model. Following a strategic decision in 2009, the Aalborg Model has been reshaped. We first report on the software engineering program as it was in the old Aalborg Model. We analyze the programme wrt competence levels according to Bloom’s taxonomy and compare it with the expected skills and competencies for an engineer passing a general software engineering 4-year program with an additional 4 years of experience as defined in the IEEE Software Engineering Body of Knowledge (SWEBOK) [Abran et al. 2004]. We also compare with the Graduate Software Engineering 2009 Curriculum Guidelines for Graduate Degree Programmes in Software Engineering (GSwE2009) [Pyster 2009]. We then describe the new curriculum and draw some preliminary conclusions based on analyzing the curriculum according to Bloom’s taxonomy and the results of running the program for 2 years. As the new program is structured to be compliant with the Bologna Process and thus presents all activities in multipla of 5 European Credit Transfer System points, we envision that elements of the program could be used in more traditional curricula. This should be especially easy for programs also complying with the Bologna Process.

University Students and Sustainability Skills in Occupational Health and Safety Master Degree

<p class="apa">Education is one of the key instruments to achieving global sustainability. In fact, sustainable development has to be integrated into higher education curricula. One of the difficulties of this challenge is to know if students are able to achieve the basic skills, something that is extremely important in emergency management. Thus, assessment of student’s work outside the classroom, non-formal curriculum, is essential to adjust the subjects of education for sustainability to the philosophy of the European Credit Transfer System (ECTS) credits.</p><p class="apa">This pilot study details the measurements of the self-reported time spent by the students in different activities associated with sustainability, study habits, integration of new technologies and use of support material. Moreover, the students’ motivation and satisfaction with the course was also analysed. In this regard, two challenges were identified: teamwork and getting a better study organization.</p>

Meeting the learning needs of AMU nurses through collaborative working.

The 'Nursing the Acute Medical Patient' level 8 continuing professional development (CPD) programme was developed to support the learning needs of staff nurses within an acute medical unit (AMU) in an Irish academic teaching hospital. Within this recently-established AMU, the nursing team was challenged by the complexity of clinical presentations. At the outset of the programme, over half of nurses employed in the AMU had less than 5 years' clinical experience. The 6-month CPD programme was developed collaboratively by the registered nurse tutor, advanced nurse practitioner candidate (trainee) in acute medicine and the clinical facilitator. The programme was accredited by University College Dublin, and awarded 10 European Credit Transfer System credits. Clinical competency assessment had to be completed in order to pass the programme and was facilitated by the development of the Comprehensive Clinical Learning Objective Performance Evaluation (CLOPE) document. The programme was positively evaluated by students and the wider multidisciplinary team. It has made a significant contribution to both staff development and the delivery of evidence-based care in the AMU.

даптація польського законодавства про вищу освіту до вимог Європейського Союзу

The article examines the process of adapting Polish Law on Higher Education to the requirements of the European Union. It analyzes the main methods of adapting Polish law to European (Translation of European law into Polish, checking compliance of regulations to European law, work on laws aimed at adapting Polish law to European) and the role of public authorities in this process. An important novelty of Higher Education of Poland was the introduction of European standards and State qualifications that lead to fundamental changes in the methods and design of training programs based on learning outcomes. Created effective mechanisms of integration into the European community contributed to the development of higher education in accordance with the applicable EU legislation. The updated Law on Education regulates compliance system of higher education in the Bologna process. Provisions of the law allowed to switch the two cycle training scheme bachelor - master and implement the European credit transfer system. The main provisions of European programs and documents have been successfully implemented in Polish legislation that contributed to the development of partnerships in European higher education space. It is concluded, that for the 1991-2004 period almost complete compliance of national legislation with the acquis communautaire has been achieved in the field of education. International recognition, investment increase in the education sector, the European Community support suggest the successful implementation of the Republic of Poland of its obligations, as a member of the EU, in higher education transnational policy.

The Equivalence of Post-Secondary School Graduate Nurses Action Against Discrimination

This article deals with a sensitive issue which affects a professional category of the Romanian healthcare system, nurses, namely, the issue of the equivalence of studies/ revalorization of diplomas. This problem was determined by the need to integrate the professional training of nurses into the types of training accepted within the European Union, as well as by the inaccurate transposition of some of the European principles into the national legislation. The content is represented by the fact that the nurses who graduated from the previous type of professional training are now forced to take the initial training from the start in order to be able to advance. The solution we propose is the balance of skills, an institution which recognizes all the skills possessed by someone, irrespective of the way in which the same were obtained, based on the principles of Directives 2005/36/CE and 2013/55/EU. The result of this solution is the equivalence of the skills of this category of nurses into the European Credit Transfer System, followed by the possibility to complete one’s professional training in order to obtain the degree of Bachelor of Science in Nursing.

Disminución del rendimiento académico con el Plan Bolonia respecto al plan anterior en España

La incorporación del Sistema Europeo de Transferencia de Créditos (ECTS) verá sus frutos en breve con la salida al mercado laboral de los primeros egresados. En este estudio se realiza una primera valoración de los resultados obtenidos, analizando si el plan de estudios (grado o licenciatura) y el uso de las nuevas metodologías docentes han marcado diferencias significativas en el rendimiento académico. Los resultados indican que éste es mayor en los licenciados y para los alumnos que se han beneficiado de una nueva herramienta pedagógica. Se han considerado los datos de dos promociones de doble licenciatura y doble grado. Descartadas, como causas, inputs potencialmente importantes como nivel preuniversitario y opción de bachillerato se plantea, como causa de la disminución del rendimiento, la implantación de los grados con una inversión prácticamente nula, lo que habría supuesto que el alumnado carezca de la disminución de presencialidad requerida para la correcta autogestión académica

Academic Achievement of University Students with Dyslexia.

Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study. Messages Most students with dyslexia can compensate for their reading problems. Taking notes during lessons and reading in foreign language may be especially difficult for students with dyslexia. Diagnoses should distinguish between reading comprehension and word decoding. More than half of the students with dyslexia can achieve at a normal rate of study. One-fifth of the students with dyslexia may need a longer period of study than other students.

Harmonisation of Dental Education in Europe - a survey about 15years after visitation of dental schools participating in the DentEd project.

The DentEd Thematic Networks (TNP) were funded from the EU to converge and harmonise the dental curricula. Forty-four dental schools participated in this visitation process between 1998 and 2002. The aim of the survey was to evaluate the implementation of the Dented outcomes in the curricula and if the concept of core competences are integrated in the curriculum. In October 2012, questionnaires were sent out to all dental schools participated in the visitation process of Dented and Dented evolves. The main question blocs were as follows: structure of the curriculum and facilities, education of students, content and quality of education, assessment, research, European involvement and value of visit for the school. Twenty-five dental schools (57%) answered to the questionnaire. The responder represented 20 European countries of 22, whose schools were involved (91%). The self-assessment report was stimulating the continuation of curriculum improvement. Most of them acknowledge that major competences are essential outcome for the graduated dentist. Twelve schools (58%) rated the value of the DentEd visit with strong positive influence. The visits showed strengths, weaknesses and threats. Three-quarter of all schools implemented the European Credit Transfer System (ECTS). But most of them did not realize the unit of ECTS with modules among the Bologna process. The self-assessment report was a core issue for the continuation of curriculum improvement. The challenge for the ongoing curriculum improvement is the implementation of the module system among the Bologna recommendations.

Some Problems of Introducing European Credit Transfer System (ECTS) into Non-State Higher Institutions

The article deals with theoretical and organizational problems of introducing European credit transfer system (ECTS) into Russian non-state higher institutions. The author has come to the conclusion that the introduction of ECTS gives rise to a lot of questions on the part of professors and students of higher educational institutions. It is noted in the article that when working out the conception of credit system for Russian higher school it is important to discuss principles of credit assessment of educational curriculum content on the basis of planning the results of its realization. The suggested idea is to give higher institutions an opportunity to work out experimental educational standards within the limits of cycle (and perhaps, course) structure of federal state educational standards. DOI: 10.5901/mjss.2015.v6n5p243

Nuclear medicine technologist education and training in Europe: literature and web-based findings.

The education and training of a nuclear medicine technologist (NMT) is not homogeneous among European countries, which leads to different scope of practices and, therefore, different technical skills are assigned. The goal of this research was to characterize the education and training of NMT in Europe. This study was based on a literature research to characterize the education and training of NMT and support the historical evolution of this profession. It was divided into two different phases: the first phase included analysis of scientific articles and the second phase included research of curricula that allow health professionals to work as NMT in Europe. The majority of the countries [N=31 (89%)] offer the NMT curriculum integrated into the high education system and only in four (11%) countries the education is provided by professional schools. The duration in each education system is not equal, varying in professional schools (2-3 years) and high education level system (2-4 years), which means that different European Credit Transfer and Accumulation System, such as 240, 230, 222, 210 or 180 European Credit Transfer and Accumulation System, are attributed to the graduates. The professional title and scope of the practice of NMT are different in different countries in Europe. In most countries of Europe, nuclear medicine training is not specific and curriculum does not demonstrate the Nuclear Medicine competencies performed in clinical practice. The heterogeneity in education and training for NMT is an issue prevalent among European countries. For NMT professional development, there is a huge need to formalize and unify educational and training programmes in Europe.

Toward a more professional and practical medical education: a novel Central European approach.

We here present an innovative curriculum for a complete medical education that conforms to the current European Bologna system of academic training. The curriculum aims at raising doctors who are excellently prepared for clinical work over as short a time as 5 years; it provides a comprehensive, yet shorter than usual, education that strongly pronounces the importance of increasing the students’ practical clinical competences and rigorously excludes superfluous contents. The curriculum encompasses 52 modules, 32 at the bachelor’s and 20 at the master’s level. Already at the level of the bachelor degree, full employability is given; the students finish the master’s course as medical doctors optimally prepared to manage patients at the level of postgraduate medical education. The structure of the curriculum is modular; each modular component is essential for medical education and contains an average of five European Credit Transfer System credits, amounting to 150 hours of education. Depending on the subspecialty, the courses include lectures, seminars, practical laboratory training, and clinical training at varying quantities. In addition to attendance times, sufficient time slots are prepared for self-study in lectures, seminars, and practical work. With our curriculum, we provide an easily applicable backbone for a modern course of medicine that can be installed also at smaller academic institutions.

Evaluating the Outcomes of Students’ Training in the Context of Information Technology Model of Education

The paper deals with the urgent problem of estimating the students training quality in higher educational institutions; the authors emphasize the need for transition to the European Credit Transfer System (ECTS) corresponding with the Bologna Declaration in order to provide both academic and labor mobility of students and university graduates. The system of credit accumulation is described according to the ECTS grading scale along with the specifics of its implementation in the Russian universities. However, as the statistic success criterion can not be applied to the Russian higher schools, the author recommends using the percentage of a performed task as the outcome index indicating the discipline mastering. The algorithm of academic activity and its outcome estimation is observed in the framework of the IT-educational model. The examples of planning the content of the discipline basic minimum are given along with the complexity valuation, timing and credit distribution. The formula for identifying the volume and individual task assessment are given; the possibility of combining the national assessment scale with ECTS is denoted.

The binding study advice in medical education: a 2-year experience.

To improve the effectiveness of higher education, Dutch universities implemented the binding study advice at medical faculties. Accordingly, medicine students of Radboud University need to gain ≥ 42 out of 60 European Credit Transfer System (ECTS) credits to obtain a positive binding study advice and to continue their study programme. In case of a negative advice, the student is obliged to terminate the study, and he/she cannot register for the same study programme in the Netherlands within the next three years. The purpose of this manuscript is to evaluate the effect of implementation of the binding study advice on study outcomes. First, the binding study advice did not impact on student performance, as the average ECTS credits were comparable before and after its introduction. Second, study progress improved 8 % with 93 % of the students obtaining access to the second year of the study programme after binding study advice implementation. Third, the binding study advice did not impact propaedeutic graduation rates. These data demonstrate that the implementation of the binding study advice in medical faculties has only a small impact on study outcomes. The high performance levels of medical students compared with peers at other faculties are likely to contribute to these findings and suggest a ‘ceiling effect’ in the potential improvement of study outcomes at medical faculties.

The European Project Semester at ISEP: the challenge of educating global engineers

Current engineering education challenges require approaches that promote scientific, technical, design and complementary skills while fostering autonomy, innovation and responsibility. The European Project Semester (EPS) at Instituto Superior de Engenharia do Porto (ISEP) (EPS@ISEP) is a one semester project-based learning programme (30 European Credit Transfer Units (ECTU)) for engineering students from diverse scientific backgrounds and nationalities that intends to address these goals. The students, organised in multidisciplinary and multicultural teams, are challenged to solve real multidisciplinary problems during one semester. The EPS package, although on project development (20 ECTU), includes a series of complementary seminars aimed at fostering soft, project-related and engineering transversal skills (10 ECTU). Hence, the students enrolled in this programme improve their transversal skills and learn, together and with the team of supervisors, subjects distinct from their core training. This paper presents the structure, implementation and results of the EPS@ISEP that was created in 2011 to apply the best engineering practices and promote internationalisation and engineering education innovation at ISEP.